KA MAKANI
THE STUDENT VOICE OF HPA
Welcome to the inaugural edition
BY TANNER BROMBERG ‘26 AND TÉA KASUMOVICH ‘27
Ka Makani Post Editors
Hi HPA! Thank you so much for taking the time to read our first issue of Ka Makani Post! We came up with this idea back in November and thought it would be an amazing way to connect with our student body here at HPA, creating a publication written by students for students. We both have a love
and passion for journalism, and wanted a way to implement that into our time at HPA outside of the classroom. With the help of Ms. Camarillo, Ms. Lincoln, and Mr. Degroote, we were able to put together a plan for what is now the Journalism Club. We have a skillful group of dedicated and hardworking students who have put so much time and effort into creating an amazing first issue. This issue has a mix of personal stories of friendly
faces here at HPA, quick and fun Q&As, as well as interviews with people from whom we can learn. It was a challenge, but we are so proud of this issue. We will continue to learn and grow through this creative process to create an even better final product next fall. We are so excited to hear everyone’s feedback, and we hope you enjoy it!
Sincerely,
Tanner Bromberg ‘26
and
Téa Kasumovich ‘27
ATHLETICS
Running Toward Excellence Philipp Gerstengarbe ‘27 is blazing his own trail
BY CHLOE WILLMAN 27' Ka Makani Post
At Hawaiʻi Preparatory Academy, student-athletes strive not only for athletic success but also academic growth, and Philipp Gerstengarbe ‘27 is a standout example. With an impressive list of achievements in long-distance running and triathlon, Philipp brings the same dedication and focus to his studies as he does to every race.
“Make a good plan and set priorities,” he says when asked what
advice he’d offer to younger athletes trying to juggle academics and training.
“I organize my days pretty strictly—setting fixed times for schoolwork, training, and recovery. That structure really helps reduce stress.”
Philipp’s approach has certainly paid off. One of his proudest moments came in December 2024, when he completed his first marathon in Honolulu with a remarkable time of 3:25:58.
“It was a physical and mental journey,” he says. “Crossing that finish line was an unforgettable experience.”
Not long after, he took on another major milestone: completing his first Olympic distance triathlon at the Lavaman on the Big Island.
“It was an incredible challenge,” he says. “And doing it alongside other athletes from HPA made it even more meaningful.”
Though the achievements are sig-
nificant, Philipp acknowledges the challenges behind them. A recent injury forced him to pause training for a period, a difficult experience for someone so goal-driven.
“It was frustrating,” he admits. “But I learned patience. And with the support of my coaches, family, and friends, I was able to recover gradually. It also taught me to listen to my body more.”
Athletics have shaped Philipp beyond the race course. “Being an athlete has taught me discipline, perseverance, and how to work toward long-term goals,” he says. “These are lessons that help me stay focused and organized in school, too.”
As for preparing mentally for competition, Philipp uses visualization techniques, imagining how the race might unfold and how he’ll respond.
“I still get nervous before races,” he says. “But I try to picture myself staying confident and calm. Talking with friends helps, too.”
He draws inspiration from one of his favorite quotes by Muhammad Ali: “If my mind can conceive it and my heart can believe it, then I can achieve it.”
For Philipp, that mindset isn’t just for race day, it’s a daily practice. With his blend of discipline and passion, Philipp Gerstengarbe continues to embody what it means to be a student-athlete at HPA.
Boy’s Volleyball Nicholas Pigotti ‘25 Q&A
BY CHLOE WILLMAN 27’ Ka Makani Post
Q: Were there any major accomplishments this season you’re especially proud of?
Earlier in the season, we had our toughest matchups all back-to-back. We were on a three-game losing
streak. After the third loss, we came back the next day, and in practice, we stated as a team that we wanted to win every single game from here on out. We have stayed true to that goal and have won every game since that talk. I am proud of our team for coming together and contributing to that goal, understanding that we have a commitment to this team.
Q: Did you reach any personal goals you had set at the beginning of the season?
Personally, I just wanted to improve my skills as a setter and allow my hitters to reach their full potential. While not every game was perfect, I am happy with how I’ve done this season, and I know I have improved a lot over the years. My freshman year, I didn’t even know what a setter was, and now, as a senior, I am the starting setter for a team that went to states, which is something I am proud of.
In terms of the season, I wanted to become a more dynamic setter, meaning more offensive and able to move the ball around more. I believe I have improved at that, as our offense is very unpredictable; it’s hard for other teams to guess where the ball is going to go.
Q: What was the biggest challenge you faced this season, and how did you overcome it?
The biggest challenge I faced was sickness. I got a really bad stomach bug and was throwing up for 9 hours straight. We had a game that day, and I wasn’t able to play—it was against Parker School. We ended up losing, and that was hard for me because I really wanted to play. Although the sickness itself only lasted two days, the recovery was rough, as I lost over 10 pounds. Within two days, I was back at practice but didn’t feel 100%. I overcame it by staying resilient and trying my best to push through. My passion for volleyball helped me, as I was highly motivated to get back
to it. I ran into a similar issue during cross-country season and still ran in BIIFs, so I figured if I can run three miles sick, I can play volleyball sick.
Q: How did you or your team improve compared to last year?
The team improved immensely from last year. I improved too, but I mainly want to talk about the team here. We kept the majority of our guys from last year, especially our starters. We have always had the athleticism, but last year we couldn’t quite put it together. This year, we’ve put it together—we understand the
game better than ever, and we are the most determined I’ve seen us. We have key pieces at every position. For passing, we have Teo and Kian; for hitting, we have Kena, Cam, Kainoa, Grady, Vasco, and Fana; for blocking, we have Ian, Vasco, Cam, and Grady. We also have great fill-in guys like Duke, Shiloh, Zach, and Kian. Many of these guys would be stars on other teams, so I feel very fortunate to have them all on the same team and the opportunity to set for them. Shout-out to the managers as well—Margot, Moana, and Ka’iulani.
Q: What lessons did volleyball teach you this season that you’ll carry beyond the court?
The lesson that volleyball taught me is how to lead a team and lift others up. As one of the captains, I’ve really tried to take that role as a great opportunity to speak to the team and motivate them when I can. I plan to study something related to business in college, and this trait will help me, as business often involves collaboration and communication.
Editors'Note:HPAcapturedtheBIIFchampionshipthisseason.GoKaMakani!
SERVING UP SUCCESS Tennis coach Bryan Yi recaps strong season
BY SAVANNAH HULUGALLE ‘27
Ka Makani Post
Q: What was the highlight of your season?
I have so many highlights for the 2025 season. To name a specific time, thinking from early in the season to now, I would have to say the first highlight was Clovis and Kiran choosing to be partners. I knew that they would be a good team, and they would go far. At this point, they came in second for BIIFs. For the girls, the key highlight was when they decided to rely on the coaches to determine the order. This eliminated a lot of challenge matches to compete for spots on the HPA tennis team, and it allowed me to focus on the best teammates. Thus, I think there was more fun throughout the year.
Q: What made this season different than others?
Every year is different due to players graduating and seeing who has moved to our school. Thus, Luke Chevy and Elle Calvert were the new students who added talent and depth to the team. However, our goals from the beginning of our season were fun, being a team, and overcoming sports anxiety. Having fun was emphasized more, so I felt better energy, but I asked the other players to see if there was a change.
Q: How did this season impact your coaching style?
As an “old school” coach, you still want to learn and adapt. Maybe based on the player’s personality, you can be hard on a player, or maybe
you have to be supportive. I always remind our volunteer coaches to look out for outside stress on our players.
We try to check in on their school and mental well-being. Tennis may be my priority, but the players are students learning to be young adults first. Does that mean I will coach the same way next year? It will depend on the players and the collective group. But I have the experience to press the gas more or tap the brakes. The boys' next year is full throttle. We have a lot of returning players with more talent coming in. For the girls, we graduated a lot more players, so we will be giving more players opportunities.
MAKING A RUN FOR IT
Ka
Makani 4x800 team reflect on successful season
TÉA KASUMOVICH ‘27
Ka Makani Post
This year’s girls 4x800 team had a standout season, motivated by effort and friendship. Their hard work paid off with a first-place finish at BIIFs and an impressive second-place at the HHSAA State Championships. From challenging workouts to inspiring finishes, the season was filled with moments they’ll never forget. Here are some of their reflections on what it took to get there, what they’ve learned, and what made this team special:
What makes your 4x800 team click so well?
Kirra Geasy: We all know that no matter what the result is, we will always be supportive of one another
and proud of each other no matter what!
Wynter Radey-Morgan: We were all on the varsity team for cross country, so we competed all of the fall season together. It is about having a common goal and knowing that how you perform affects your teammates.
Kate Schwarting: We all respect and trust each other as athletes. We don’t put expectations or pressure on each other but each of us runs as hard as we can to support the team. Throughout the season our mid distance/distance team has become a close knit group of teammates and friends which overflowed into our relay team.
Naomi DeMille: We all get along really well and work great together which makes our team click so well in the races.
How do you handle pressure during big meets, especially the handoffs?
KG: I try to take deep breaths and I just try to focus on not leaving without the baton no matter what.
WRM: 4x800 handoffs are fairly easy compared to 4x100 or 4x400. As for handling pressure during meets, we tend to just huddle up a little to encourage each other. For me specifically, I try to crack jokes because it takes an edge off and allows us to realize that although the
race is important, it’s okay to relax a little bit.
KS: I try to remember that at the end of the day all I can do is run as hard as I can and the rest is out of my control. This along with focusing on little things like warming up, hydrating, fueling, and running strategically keeps my mind on the things that I can control. As for handoffs, working on them during practice and in other races has helped them feel less daunting.
ND: To handle pressure during big meets I like to listen to my music and just focus on my next event, and try not to get stressed out. Talking to my mom about the event also keeps me calm about what’s ahead. During the handoffs I think to myself that I just can’t drop the baton and get it. One thing that helped was practicing passing the baton.
What’s the biggest adjustment you’ve made this season that improved your time?
KG: The biggest adjustment that I made that improved my time was that I think I stopped looking back, or less than I used to.
WRM: The biggest adjustment I made this season was definitely removing the mental block. Before one of the meets, my parents told me to “just try pacing behind so and so.” Despite the fact that my parents told me to pace with someone whose PR was much better than mine, I decided to just give it a try. I began to see quick improvements in my times once I realized how much further I could push my body.
KS: I don’t think there was one thing specifically that helped improve our time but many small things. We have a great coach who provides us with consistent training. We put in the work in practice, fueled ourselves well, recovered well, and most importantly we care about the race. Fortunately, we naturally progressed throughout the season with more experience and training to improve our time.
ND: The biggest adjustment I’ve made this season was not looking back as much. In the beginning of the season, I looked back a lot but by the end I reduced the habit. Another thing I improved on is really the mental side of running, once I started to look at it positively my times began improving and I felt better running as well.
What moment from this season are you most proud of as a team?
KG: I am proud of every race when we all put in our hardest and try our best and just leave it all out on the track!!
WRM: The moment I am most
proud of as a team is when we won BIIFs and got a PR that was faster than the state record from the year prior. We all worked together and performed our best when it truly counted.
KS: One moment from this season that I am most proud of is our 4x800 race at the BIIF meet. In this race we broke a big goal time we had and ran our fastest time of the season. This race stands out to me because of how much we improved. I think we were all surprised when our time came up on the clock and it was a great feeling. Each girl ran a great leg and it was demonstrated in the time we got. I’m really proud of how far we have come from the beginning of the season and to see it pay off in this race was really special.
ND: The moment from this season I’m most proud of as a team is just getting it all done and doing great at it. We went through so much as a team and we did it! going from hard workouts, stressing from a meet, we all went through it together and were there for each other.
GRIDIRON GIRLS
Ka Makani flag football has impactful first year
BY KAMAHAʻO CARVALHO ’28 Ka Makani Post
Finishing the regular season with just one loss, Ka Makani charged through the playoffs with grit and grace. HPA finished as the BIIF runner-up and qualified for the state tournament. Throughout the run, the team remained grounded in what they do best: playing with heart, unity, and the “goldfish mentality.”
If you make a mistake, shake it off, move on to the next play, and grow from it.
Led by head coach Lauren Prutow McKenna and assisted by Tami Akau, George Subiono, and Kina’u Grace ‘22, the Ka Makani coaching staff emphasized one thing above all: every girl wearing HPA across her chest will make an impact on the field. From the energy radiating on the sidelines to the perfect spiral from the quarterback landing in the arms of the receiver, every moment is earned.
Defensively, the team excels at reading plays, tracking the quarterback’s progression, and snatching flags with precision — hearing the unmistakable pop as they break down the opponent’s drive. It’s a team built on trust — trust that the girl beside you will do her job, and that success is measured in teamwork, not just touchdowns.
Coaches remind the team: critique without feedback is discouraging — especially in a league where every player is new to high school flag football. Still, Ka Makani rose to the challenge, making history in their first season.
This team is more than a roster — it’s a family. Forged not by blood but by bonds formed on the sidelines, between the hashes, on bus rides to away games, and in the shared pursuit of something bigger than wins and losses. This is sisterhood. This is Ka Makani Girls Flag Football.
STUDENT LIFE
CHANGING OF THE GUARD
Student Council
President
INTERVIEWS BY KEILANA HUNT ‘27
• Carlyle Collinson 26’
“As student body president, one of my biggest goals this year is to make sure every student feels seen and heard. I want to focus on increasing communication between student council and the general student body, while also creating more opportunities for students to get involved— whether through clubs, events, or initiatives. One challenge I anticipate is balancing tradition with new ideas, but I think that’s also where growth happens. I’m excited to collaborate with students across all grades and backgrounds to build a strong, welcoming community.”
“For the next school year, we hope to bring back a more exciting assembly and create a more engaging overall experience. Our plans include fun games and activities during assemblies, intramural leagues, and more organized dances. One challenge we’re currently facing is financial support. However, Carlyle and I are confident that we can overcome this through fundraising and other efforts. Ultimately, we believe next year will be more enjoyable for all students, and as president and VP, we’ll do our best to make that happen.”
Vice President • Charlie Chen 26’
Carlyle Collinson, Charlie Chen elected to lead
Ka Makani Post
EXPLORING THE WORLD
Ka Makani Travel Opportunities with Adrienne White
BY NINA CIPRIANO ‘26 Ka Makani Post
AtHPA, students have a unique opportunity to become independent travelers and experience different cultures through Ka Makani Travel with Adrienne White, who oversees the program and is also a social studies teacher.
Unlike traveling with families, this program helps students build real-world travel skills, learn independence, and discover the diversity that exists across the world. As White described, it’s a “steppin stone to becoming independent travelers” and a chance to experience new cultures, languages, and ways of life firsthand.
Upcoming Trips for 2025-2026
The upcoming travel plans are exciting. A trip to Switzerland, Italy, France, and Spain has already been confirmed. Additionally, a science-focused trip to the Galapagos Islands is close to being finalized. For Thanksgiving break, White mentioned considering a trip to Washington D.C. or a West Coast combination instead of the usual New York City trip. There is also discussion about a Hawaiian island trip for spring break, aimed especially at international students who don’t usually get to explore the islands.
White emphasized that she is looking for student input when planning future trips, and she encourages students to share where they would like to go next.
Student Involvement
Students have many ways to share
their travel interests. They can email White directly, stop by her classroom, or participate in LC meetings and information sessions. Updates are also shared in weekly at-school assemblies, making it easy for students and their families to stay informed.
What Students Take Away
White shared how travel experienc-
move elsewhere, you’ll meet people from all over the world.” Traveling helps students break down stereotypes and better understand others, making them more adaptable and open-minded.
White’s Passion for
Travel
“We live in a global society and whether you stay in Hawaiʻi or move elsewhere, you’ll meet people from all over the world.”
Adrienne White, Ka Makani Travel Coordinator
White’s love for travel began in high school when she went on a Latin club trip to Greece. That trip changed her life and inspired her to become a true traveler. Before working at HPA, she even had a career as a travel agent for seven years. Her passion now is sharing those experiences with students and showing them how travel can be life-changing.
Favorite Trips
es create strong friendships among students. Last year, during a trip to Japan, many students who had never met became close friends. She explained that traveling brings together diverse groups of students and helps them bond quickly through shared adventures and experiences.
Why Educational Travel Matters
According to White, educational travel is important because it teaches students how to interact with people from different cultures. “We live in a global society,” she said, “and whether you stay in Hawaiʻi or
Two of White’s favorite trips so far have been a summer trip to Europe with a small group of students and a Thanksgiving trip to New York City. Both trips created lasting memories, from visiting the Empire State Building to skating at Rockefeller Center. She explained that these trips not only allow students to explore famous places but also create a sense of excitement and wonder.
Academic and Personal Growth
Traveling with Ka Makani Travel doesn’t just offer fun experiences—it also teaches valuable life skills. Students learn budgeting, time management, and responsibility. As White pointed out, it’s one thing to learn about events in history class, but it’s another to actually visit the places where history happened. Travel helps students apply what they learn in real-world situations and makes their education more meaningful.
GAINING PERSPECTIVE
Learning about the Land of the Rising Sun
BY ELENA BEREZNEY ‘27 Ka Makani Post
IinterviewedLilianaNegulescu '27onhertriptoJapanwiththeKa MakaniTravelProgram.Here'swhat shehadtosay:
I had never been to Asia before, so this trip to Japan was my first time— and it was incredible.
Since I take Japanese as my language at school, the trip really helped improve my speaking skills and boosted my confidence using the language. I also learned so much about the culture that I hadn’t known before.
One of the most memorable parts of the trip was visiting so many shrines and temples. It was fascinating to learn how people pray to the gods in Japan and how important wishing
culture is. Making wishes for yourself and others is very common there. Some temples are even dedicated to specific types of wishes. That was the most beautiful and meaningful part of the trip for me.
I wouldn’t say the politeness of Japanese people was a culture shock, but it was definitely different. In Japan, people are very thoughtful and considerate of those around them. It made me reflect on how I interact with others and inspired me to be more mindful.
I didn’t go into the trip with many expectations, but I assumed it would feel more like school, strict and structured, especially since I’m a boarding student. But I was surprised by how much freedom we had. They often let us explore on our own with simple instructions like, “You have
three hours, meet back here.” I really enjoyed that level of independence.
Inaba-sensei was the ultimate Japan tour guide. Her love and deep knowledge of her home country were so clear, and it made the experience even more special. She was so excited to be there with us, teaching us how to respect the culture and blend in more. Honestly, she was the main reason I wanted to go on the trip.
I’d definitely love to visit Japan again—probably not with HPA since I’ve already had that experience—but I’d love to go back with friends or family. Traveling with HPA gave me the chance to be a tourist while still getting local insight, which I really appreciated. It was the perfect introduction to the country.
THE OLYMPIC SPIRIT
A conversation with HPA Olympics founder Zeke Knight
BY TANNER BROMBERG ‘26
AND TÉA KASUMOVICH ‘27
Ka Makani Post
What began as a simple idea in a Psychology classroom has grown into one of Hawai‘i Preparatory Academy’s most beloved traditions. Former faculty member Zeke Knight helped launch the HPA Olympics with the hope of uniting the school community through friendly competition, joy, and connection. Decades later, the event has become a cornerstone of campus life. We sat down with Mr. Knight to reflect on how the Olympics started, how it’s evolved, and why its legacy continues to matter.
Q: When you first started the Olympics at HPA, did you ever imagine it would evolve into what it is today? No, but I hoped it would have legs. After seeing that first version of the Olympics here, I thought, we're going to do it. The goal was to unite the school in friendship—faculty, students, staff—all together to help the school move forward as a great independent school. It was really about building community. In my Psychology class, we kept seeing sepa-
RIGHT: HPA Olympics founder Zeke Knight is introduced to the student body during opening night of the HPA Olympics in Castle Gym.
ration—sports groups here, academic groups there—and nobody really felt a sense of unity or purpose. People didn’t even know each other walking around campus. We thought, why not use athletics to bring people together?
Q: Would you say your mission has been accomplished?
I don’t think anything is ever fully accomplished. I think we can enjoy what we’ve done, but it’s really about hoping the next generation of students keeps it alive. It grows, it morphs—it’s organic. What’s beautiful is that you’ve added things we didn’t have. That’s how it should be. The school and the students should determine what happens next. If you want to try a new event, try it. If something didn’t work, scrap it.
Q: So even though it’s changed, do you think the joy is still the same?
The joy I felt in the gym during opening ceremonies was unbelievable. Seniors were coming over to the freshmen, sophomores to juniors, everyone mixing. The noise was deafening—I'm almost deaf, but I still heard it! That brought tears to my eyes. That’s the feeling you want. When each person gives into it and absorbs that energy, it teaches you to reach out to one another with joy and peace.
Q: From a teacher's perspective, how have the Olympics benefited students?
I’ll be honest—we were losing about 20–25% of our students each year. They just didn’t feel ownership. Maybe they didn’t make a connection with a friend or teacher. Olympics changed that. One girl told me, “I’m from San Francisco. My parents let me come here for two years to see if I’d like it... and I love it because of the Olympics. I’m coming back to graduate.” That’s powerful. Even her sister in Seattle was hearing people talk about the HPA Olympics—word is spreading. But now it’s up to you to keep that going. If you see someone sitting alone, go sit with them. Be a friend.
ACADEMICS
TALKIN’ TURTLES
CHARLOTTE KASSIS ‘25 TRAVELS TO SPEAK AT INTERNATIONAL SEA TURTLE SYMPOSIUM IN GHANA
BY SAVANNAH HULUGALLE ‘27 Ka Makani Post
Earlier this year, senior Charlotte Kassis traveled to Ghana for the International Sea Turtle Symposium—an experience that proved to be far more than just an academic trip. From giving her first oral presentation on sea turtle research to visiting sacred cultural sites and wildlife sanctuaries, Charlotte’s journey was a powerful blend of science, history, and personal growth. In this Q&A, she reflects on her time abroad, what she learned, and how the experience changed the way she sees conservation, collaboration, and the world.
Q: What was the purpose of your trip?
I was in Ghana, specifically the city of Accra, for a conference on sea turtle research and conservation. The conference was called the International Sea Turtle Symposium, which is hosted by the International Sea Turtle Society. Because I started my research/capstone project in January of last year, I was able to have a working abstract, which I could submit in October. I applied for either a poster presentation or an oral presentation, and left the choice up to the people in charge. I got in and was told to give an oral presentation.
Q: What did you do on your trip?
I flew to Accra like five (I think) days before the conference started, and along with my mother, Ms. Jim, and I took a plane to the north, to the city of Tamale, and then with a tour guide drove to Mole National Park. In Tamale, before driving over, we visited a tanner’s house, who treated, dried, and stained/colored the hide of goats, and other animals. A lot of the leather was turned into sandals (my mother bought a pair). He used a variety of ash water concentrations to help remove the fur, and metals/ dried corn husks to color the leather. At Mole National Park, we spent four days there, going on safaris (walking, driving, nighttime, and daytime),
visiting a hippo sanctuary, and seeing hippopotamuses in the wild.
During that time, we also visited a nearby village to learn about shea butter harvesting and processing. We also got to talk to the medicine man who lived in that village, and he showed us some of the medicines he makes, and explained what they were made of, how they were taken/ applied, and what their purpose was. The first two days of the conference were workshops. I attended a workshop on the first day, which was about wildlife medicine. This was very informal, basically a bunch of different people came up and presented case studies, explaining all the processes and methods used to treat sea turtles. People at that time also talked about their medical (veterinary) equipment and facilities.
After each presentation, the audience members gave their own ideas, explaining their personal experiences with similar cases, and suggesting alternative methods. It was amazing to just be in that room. It was the most cooperative science I have ever observed. On the second day of workshops, I skipped in order to take a tour of the Cape Coast with my mom. This was an incredibly powerful experience, which I have no way of adequately putting into words. Though we visited another national park along the way, the focal point of the day was the two Slave Castles we visited. These two castles were Elmina and Cape Coast Castle.
A lot of the slave castles in West Africa were originally made as ports for the gold trade, which is why Ghana was called "the gold coast" originally, before Ghana. When the gold trade
died down, the European groups in West Africa began to round up the people living nearby to trade to bring them to the Americas. Of course, we all have a basic understanding of the history of slavery, but being there, surrounded by the cells people were kept in, standing on fossilised human waste, being told about the heartbreaking punishments for people who tried to resist, feels unexplainably painful and a bit soul-crushing. To think that people would commit such atrocities against other people is heartbreaking. One strange thing about the whole experience was the complete contrast between looking out off the top level of both castles, looking out toward the ocean, and down at the market below one of the castles where music played and school kids returned riding on a market cart, singing, and then remembering where your standing, and what it means.
Q: How did this trip help your research and change your perspective on your research?
It was mostly an incredible learning experience for me. I think my perspective of science, not really specifically on my research, grew with discussions from so many people around the world being there. So many differ-
ent viewpoints and experience levels were represented in the conference. Plus, I attended a short session called "decolonizing conservation,” which was eye-opening because they talked about the similarities in the early colonialism movement, and that of the movement of scientists/conservationists for scientific/research/sharing opportunities.
Additionally, they spoke a lot about how turtles being used as a source of income or sustenance, can’t just be told to stop; in order to make the change sustainable without putting communities at risk, you have to create alternative income/food sources. This is why some places have buyback programs, where they pay fishermen for turtles caught as bycatch. This also brings some issues, though, because it could be potentially incentivising fishermen to catch the turtles, and one man gave a presentation on how, instead of paying, he replaced the fishermen's nets when they were damaged because of the turtle needing to be cut out of the net.
Q: Did this trip help you grow in any way as a student or a person? If so, how?
This trip really just expanded my knowledge of the world and of people in it. Traveling anywhere can have the same effect, as long as you make an effort to connect with people there, and take the time to learn about the history of the place.
Wahine Collective
MYA PINKERT ‘25 TALKS ABOUT HER CAPSTONE MARKET
BY TANNER BROMBERG ‘26 Ka Makani Post
Mya Pinkert turned her passion for surfing and female entrepreneurship into a hands-on capstone project, organizing a pop-up event showcasing women-owned businesses. Inspired by the all-girls surf contests she grew up around in Kona, Pinkert adapted her original idea into a community-centered showcase after facing logistical challenges, creating an
event that highlighted local talent and young entrepreneurs.
Can you tell us more about your capstone and the process of creating that original idea?
I grew up in Kona and was always surrounded by the Tom Bomb surf event that they would put on, which is an all-girls surf event. They always had female businesses there. And it was really inspiring. I knew, I think, since sophomore year, that I wanted
to do something similar. Originally, for capstone, I planned to put on a surfing competition with a mixture of female businesses, but I also liked the aspect of surfing was a huge part of my life growing up. But throughout the year, I had to pivot, because getting permits for the beaches were super expensive, and it's turned into a larger project than expected, like a two-year project rather than a one year. And so I had to pivot into going into, just, the female business
side of things, and moving into next year, majoring in business. I knew I wanted to do something along the lines of that. And so I kind of decided to put together this female-owned business pop-up to share the young entrepreneurship of some of our own seniors as well as female-owned local businesses in the area.
What did you have to go through to see this come to fruition?
I think just having a lot of motivation was important. I feel like at times I struggled, just like having to pivot with plans, especially. But I feel that it was something super
important to me. So honestly, every part of the way was super rewarding, I'd say. And I think that, like, it was rewarding for me to see, like, especially today, others like sharing their own businesses and just like, kind of getting all of their, like, what they do out there. And I think it's so special. But I think along the way, I think it's just like a lot of planning, and I think that the hardest part was, honestly, waiting for confirmation from others, I think that was the hardest part, but it also taught me so much about collaborating with other people. I learned a lot of good lessons along the way.
Do you ever see this becoming a legacy project?
I think that I would love to give this project to somebody next year. I think it can be really cool. And I hope someone can level it up even more, or even add, the surf contest aspect of things. And I think that it's definitely doable. I think that there's such a good community here, especially in the female community, that I think there are so many female-owned businesses out there that would love to be a part of this community and get their stuff out there.
Nikki Montenegro ‘26 makes impact with next-level coral research
BY TANNER BROMBERG ‘26 Ka Makani Post
HPA junior Nikki Montenegro spent her summer at Woods Hole Oceanographic Institution in Massachusetts researching how water flow affects coral colonies. The experience deepened her passion for science, set the stage for future research, and helped her discover a potential career path in ocean conservation.
Tell us a bit about your project. My project is essentially about how water flow influences coral. Over the summer, I worked at the Woods Hole Oceanographic Institution in a lab, using hydraulic equipment on a rotating table. I placed coral colonies in the water and analyzed how flow moved around them to study how one coral’s flow might affect another.
What was the goal of your research?
The big question was: how should we plant corals in the ocean, and what should we consider when doing so? My boss works in coral replantation, so this research was really useful for her work and for broader replanting efforts. We’re trying to understand how corals affect each other through flow to optimize how and where they’re placed.
How has this experience shaped your perspective in the field of science?
It definitely gave me an introduction to research and how to conduct experiments professionally. It also helped me figure out what I want to do in the future, career-wise. And I think it’s also impacted our school community — here at HPA — especially the way students see the science fair.
In what way has it impacted the science fair culture at HPA?
A lot of students see science fair as something hard or intimidating, but I think the more people get involved in things like Dr. J’s capstone course, the more they’ll
see research as an opportunity. Me being able to attend science fairs — even the International Science and Engineering Fair — has hopefully opened doors for other students to follow a similar path.
What are your future plans for this research?
This coming summer, I’m going back to continue the project. I’ve already tabulated all my data, so now I’ll refine the experiments, collect more results, and hopefully get to a place where I can publish a paper. I want to keep digging into the same research question and gain even more experience with both research and experimentation.
Key Tips from Andrew Kelsey & Cindy Montgomery for a Successful Application Season 5
BY TANNER BROMBERG ‘26
Ka Makani Post
HPA’s college counselors, Andrew Kelsey and Cindy Montgomery, shared their top five tips for applying to college. Everyone from all grades can benefit from these tips, as they will keep you informed about everything college-related and get you excited to embark on the journey!
1. Start Early
Don’t wait until senior year to think about college. Begin researching schools, understanding requirements, and planning out your tasks as early as junior year. Make a list of colleges that you are interested in and even visit the schools if you have the time. Early preparation gives you more time to reflect on what you want and approach the process with less stress.
2. Stay Organized
Deadlines for applications, recommendation letters, financial aid, and scholarships can sneak up on you. Use a spreadsheet, planner, or app to keep track of what’s due when and what each school requires. Being organized helps you avoid last-minute panic and ensures nothing gets overlooked. By doing a bit of work each week, the whole process will feel much more manageable.
3. Be Authentic in Your Essays
Your personal statement is your chance to speak directly to admissions officers. Write about something meaningful to you, and don’t try to create a superficial writing piece
that is not authentic to you. Admissions want to see the unique stories that you bring to the table. Genuine, thoughtful essays stand out more than perfectly polished ones that feel impersonal.
4. Use Your Resources
Our school has amazing college counselors who want to help. Whether it’s reviewing your essay, talking through your college list, or explaining financial aid, don’t be afraid to reach out. You don’t have to do this alone—and you shouldn’t. Their door is always open and ready to give advice or clarity.
5.
Balance Your List
Apply to a mix of schools: reach, match, and likely. A balanced list increases your chances of finding a school that fits both academically and personally. Don’t focus only on dream
schools—there are plenty of amazing options where you can thrive. You may surprise yourself and end up going somewhere that you didn’t expect! No need to focus on one specific path; there are so many options out there, so explore them all!
Mr. Kelsey and Ms. Montgomery also spoke on the importance of keeping everything in perspective and maintaining your mental health along the way. It is easy to get sucked into comparisons or desire to go to a certain school, but they reminded students that college is your opportunity to go out into the world and the right place will find you. They encouraged students to keep their minds open and to look at a range of options, including colleges that you may not have considered originally. Trust the process, trust your path, and trust that you will end up where you need to be.
PEOPLE
GEORGE WHITE
The HPA legend retires with a legacy rooted in compassion, dedication
BY MILES CHIAPPONE ‘28
Ka Makani Post
G
eorge David White ‘79 is more than just a math teacher at Hawai’i Preparatory Academy (HPA)–he’s a living testament to the school’s enduring legacy. A 1979 HPA alumnus who returned to teach decades later, White has dedicated his career to nurturing young minds, coaching sports, and embodying the values of persistence, hard work, and selfless mentorship. From his days as a multi-sport athlete to becoming a beloved educator who prioritizes student potential over personal
recognition, White represents the heart of what education truly means: helping students become the best version of themselves.
Student Life at HPA (1975-1979)
White grew up in Waimea, Hawaiʻi, with his father working as a police officer and his mother as a farmer. He was one of four boys in the family who loved sports–when asked about what inspired him to play sports, he simply stated that it was a natural love for athletics within his family.
When he joined HPA as a freshman in 1975, he found the school challenging, particularly the workload and homework, which was much more intense than what he was used to. He had to work extra hard to catch up and adapt to the academic demands of the school.
For all of his four years at HPA he consistently played three varsity sports every year: football, basketball, and track. Due to the limited options of extracurricular activities, or “intramurals”–as
they were known back then, 95% of HPA students participated in varsity sports.
For White, high school athletics were never about personal glory. “I don’t know if I did anything special,” he would later reflect, “I just played sports with my friends.” This understated approach characterized his time at HPA, where varsity sports weren’t about winning, but about connection. Playing football, basketball, and track wasn’t a pursuit of individual achievement, but a shared journey with teammates. The joy wasn’t in personal records
or championships, but in the simple act of playing together.
Through sports he learned many profound life lessons; “Life will knock you down,” he would later tell his students, “but you will need to get up. If you stay down, then it’s done. You’ve lost.” These weren’t just words from a coach or teacher, but a philosophy that would define not just his athletic career, but his entire approach to life and education.
While White’s athletic prowess defined much of his early years at HPA, his true challenge lay not
on the playing field, but in the classroom. During White’s time as a student at HPA, the academic demands were significantly more rigorous than they are today. Students faced weekly tests in nearly every class to keep pace with a grading cycle that occurred every three weeks, the school week extended from Monday through Saturday–with varsity games often taking place on Saturday evenings–leaving little room for free time, and homework was also considerably more time-consuming and required a deeper level of effort and commitment.
White emphasized that due to the rigorous demands of HPA students had to be persistently dedicated and hardworking to succeed, making HPA a challenging educational environment.
His senior year at HPA had also been the birth of one of the most anticipated annual events of HPA today–the HPA Olympics! A tradition founded by Zeke Knight in 1979, the HPA Olympics is a schoolwide event where each class competes in multiple fun and engaging games for points that ultimately decides a victor. The winners of the 47th HPA Olympics were the sophomores (Class of 2027)!
The HPA Olympics serve to be a break from school and a time where classes can bond and work together outside of academics. According to White, the very first edition of the HPA Olympics was essentially an “experiment,” he explained that the students “didn’t know what we were doing” and that they “came to school, we were told this was what we were going to do and so we did it.” He emphasized that students were unclear of the event’s purpose, so instead focused on having fun.
He did mention a specific detail of a “pillow fighting contest” where students actually got concussions, which he found very interesting–it has since been discontinued. When asked about the success of the first year of the HPA Olympics he said “yes,” but that success was determined by student involvement–whether students got
involved, had fun, and were able to “let go and enjoy themselves.” By that logic, every year of the HPA Olympics has been a success since!
Despite the challenges, White’s time at HPA was more than just a test of academic and athletic endurance. It was a crucible that forged his fundamental belief: success comes from persistent effort, not natural talent. “As long as you’re trying your best, I’m good,” he would later tell his own students–a mantra born from his own journey of working hard to overcome academic and athletic obstacles.
Transitioning to Teaching (1984-2025)
Initially, White explicitly stated he was NOT going to be a teacher. His first exposure to teaching came during a summer job where he was asked to be an aide working with teachers.
He actually turned down the initial request but was made to do it anyway, “I had a summer job, and in that summer job, I was asked to be like an aide, a worker with teachers, and I didn’t want to do it. In fact, I turned them down, but they made me do it,” little did White know however that this one decision would shape his entire life and the lives of all who stepped foot into his class. His initial refusal to become a teacher was short-lived. “I found out that I did enjoy the act of teaching and helping people,” he admitted.
When asked what he enjoys most
about teaching, he shared, “See, for me, it’s getting the next group ready to take on the world and trying to help people get the best potential out of themselves is what I think I enjoy the most.” White consistently puts students first. “Sometimes we as teachers have to realize that it’s not about us, it’s about the students, that we need to do what’s right for the students and not what’s right for us, and that we need to help kids become the best that they can be, even though sometimes they fight us.” As White realized that he could make a difference in students’ lives he began seriously considering teaching during his college years.
Following college, White’s first teaching role was at Kealakehe High School located in Kona, he taught there for 8 years before he switched to HPA’s Village campus where he became a vice principal.
Over time, however, he realized that he no longer wanted to be in an administrative position for two reasons–as a disciplinarian he was concerned his kids may face repercussions from his professional actions, and he much preferred being in the classroom than being an administrator, “I stopped being a vice principal for one reason. Well, several reasons, but mainly for one since I was a disciplinarian, I realized that eventually my kids may have to take the repercussions of what I had to do for my job, right? So I didn’t want to put them in that position. And the fact that I like being in the classroom more than being an
His wife, Carolyn, is also retiring with him this year, after 24 years at the Village Campus as a second grade teacher.
White moved to HPA’s Upper Campus in 2000, “I taught at Village Campus for, I can’t remember how many years, but I taught at Village Campus. I was the vice principal for a while, and then I came up here in 2000.”
White, in his time at the Upper Campus, taught math, coached football and track, and ultimately continued his philosophy of student-centered teaching by focusing on helping students reach their potential. He used the life lessons he picked up from sports as analogies when teaching.
White, overall, valued the opportunity to witness students’ growth, not through their academic achievements, but through their personal development. He believes that potential isn’t measured by grades but rather by effort and character. Whether in the classroom or on the athletic field, he saw each interaction as a chance to help young people become the best version of themselves.
Reflections & Wisdom
For George White, life was never about avoiding challenges, but about resilience in the face of them.
“Expect to be knocked down. Expect to be challenged. Expect things to be hard,” he would tell
his students, “but that you can overcome that a lot of times with hard work and effort.” His wisdom wasn’t just about pushing through, but understanding the delicate art of balance. Success,
he believed, wasn’t measured by never falling, but by how quickly and thoughtfully you rise. “What makes you happy today might make you miserable in the future,” he would caution, emphasizing
that true growth comes from understanding oneself, setting conscious goals, and maintaining equilibrium in a world that constantly threatens to pull you to extremes.
For White, life was a continuous journey of learning, adapting, and moving forward–never getting stuck in past failures or future anxieties, but living fully in the present. Life was a forward-moving journey, never a nostalgic retreat. “My best day is tomorrow,” he would often say, rejecting the notion of peaking in high school or clinging to past achievements.
This wasn’t just a platitude, but a deeply held philosophy that success is not about natural talent, but relentless, continuous effort. “High school was the best years of their life? That’s kind of sad,” he’d reflect. “That means the rest of your life wasn’t so good.”
Success wasn’t about being the smartest or most naturally gifted, but about showing up, working hard, and refusing to quit. “As long as you’re trying; as long as you keep working, you never lose.”
This approach wasn’t just about academic or athletic achievement, but a framework for life itself. Central to his awareness–understanding that going to extremes in any direction leads to burnout. “You can’t go to extremes in any direction because it will not be healthy in the long run.” For him, success means recognizing your limits, understanding your potential, and maintaining a careful
balance between effort and rest, ambition and reflection.
White’s wisdom is rooted in adaptability, he often reminds people “you cannot be stuck in the past, because that’s only going to hurt you,” this forward-looking perspective is not about dismissing history, but learning from it without getting consumed by it. Look back to understand, but always with an eye toward the future and a mind in the present. “I’m looking forward to making tomorrow my best day,” he says–a simple statement that encapsulates his entire approach to life: persistent, hopeful, and always in motion.
Retirement & Legacy (2025+)
“I’m gonna paraphrase a song, and it’s ‘I’m looking forward to having time to do all the things I never had time to do,’” he sees his retirement as another opportunity for growth; White looks forward to traveling “as much as possible” and pursuing other hobbies and projects he’s never had time for before alongside his wife, who he has been with since high school.
White plans to take a long break and step away from Hawai’i Preparatory Academy. He’d like to eventually return to do some guest speaking–but will want to, in time, create complete distance.
White firmly believes “what’s important is the students and what their needs and wants are, and that everything else comes secondary, and that we’re like support staff
to get you to where you want to be.” He understands that his role has been completed and is ready to move on, and is hoping that, in time, HPA will learn to as well.
As White reflects on his decades of service, he does so with humility and a deep sense of purpose. “I hope that I helped more than I harmed–that I helped more students than I did not help,” he shared, acknowledging the inevitable imperfections of teaching while expressing hope that his impact was ultimately positive. “I hope I have helped some students find their way to what they wanted to do, that’s all.”
Comparing his role to that of a baseball player, he noted, “If you can hit one out of every two pitches and get on base, you’re a superstar. And realizing that as a teacher, you don’t help all students, but I hope I helped more students than I did not.”
In his parting words, he offered a simple but powerful message: “Be kind to one another, support one another. You should think of others also, not just yourself.” With these values guiding his career, White leaves behind a legacy rooted in compassion, dedication, and a genuine desire to help students find their path.
RELAX. RECHARGE
CRYSTAL SEBASTIAN, HPA’S HEALTH & WELLNESS COORDINATOR
TÉA KASUMOVICH ‘27
Ka Makani Post
School can often seem like a nonstop push towards achievement, filled with long classes, busy schedules, and loads of assignments. Research shows that breaks during class periods or over a long holiday vacation are essential for students to recharge and process things they have learned.
Crystal Sebastian, HPA’s Upper School Health & Wellness Coordinator, recognizes why it is so important to pause, move around, breathe, and make time away from school. Sebastian believes breaks matter, and explains the importance of students maximizing their time off from school.
Sebastian says, “There’s a lot of great research about the benefits of taking breaks; one key reason, especially within the school day or during a class, is that it honors the natural limits of the adolescent brain.” She noted that the average attention span of a teenager is much shorter than HPA’s 70-minute class periods. Giving students short breaks helps their brains process and store what they’ve just learned instead of mentally checking out. “Most students have experienced that moment of ‘you’ve lost me’—when their minds are just somewhere else,” Breaks are also important for physical health. “Sitting for long periods of time is not good for us; movement is key”. Getting up and moving increases blood and oxygen flow to the brain, which will make students feel more alert; even short five-
to six-minute breaks can make a real difference. Breaks also serve a practical purpose: “I love breaks because they double as bathroom breaks,” helping minimize class disruptions. Overall, she believes the break system at HPA is working well: “We’re doing a good job with that.”
When it comes to long breaks like summer and winter vacation, being intentional to maximize your time is key. “I always ask students to really consider: How do you want to use that day?” Breaks are an important time to rest, recharge, and refocus, meaning students do not have to be busy all the time. “There’s absolutely nothing wrong with using part of your break to truly rest.” Instead, she encourages students to think about what they genuinely enjoy. Whether that’s baking, hiking, going to the beach, camping, or even reading, breaks are a chance students have to lean into those personal passions and hobbies. “Don’t do things just to boost a resume or college
application. Do what matters to you,” she suggests using the free time to learn a new skill, explore arts and crafts, or even travel and visit college campuses. Students are warned against falling into unhealthy habits. “Please don’t fall into a summer schedule of staying up until 3 a.m. playing video games and sleeping until 2 p.m.,” Keeping a regular sleep schedule, moving your body, and doing activities that keep you engaged, like practicing a language, can help students avoid “brain rot” and make the transition back into the next school year as smooth as possible.
Whether it’s a five-minute break during class or a two-month summer break, time away from constant work is essential. Breaks aren’t just a nice time away; they are a tool for improved learning, stronger mental health, and renewed motivation. With a little intention, students can maximize those moments by using them to rest, grow, and return to school ready for what lies ahead.
